The Study of Logic Misconceptions of Undergraduate Students Department of Mathematics Education Rajabhat Mahasarakham University
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Published:
Dec 20, 2020
Keywords:
MISCONCEPTIONS / FRAMEWORK OF CHARACTERISTICS LOGIC MISCONCEPTIONS LOGIC MISCONCEPTIONS
Main Article Content
Abstract
This research was designed to study characteristics of logic misconceptions of bachelor degree students department of mathematics education Rajabhat Mahasarakham University. The target group is 45 students who enrolled the course of logic in the four semester of a academic year of 2016. Two research instruments employed for the study were the logic conception test in a form of subjective type for finding logic misconceptions and the semi – structured interview form for intensive interview to examine the causes and characteristics of logic misconceptions and Record form
In group conversation. The collected data were analyzed using frequency and percentage.
The findings revealed that the students indicated logic misconceptions which were ranked in this order : the proof of symbolic use and logical reasoning as 47.56%, problem solving in logic as 43.70%, and logic skills as 8.74%.
Article Details
How to Cite
Nontapa, N. (2020). The Study of Logic Misconceptions of Undergraduate Students Department of Mathematics Education Rajabhat Mahasarakham University. Journal of Education Rajabhat Maha Sarakham University, 17(3), 41–53. Retrieved from https://so06.tci-thaijo.org/index.php/edu-rmu/article/view/251497
Section
Research Articles
ข้อกำหนดเบื้องต้นที่ผู้นิพนธ์(ผู้ส่งบทความ) ควรทราบ
1. ผู้นิพนธ์ที่ประสงค์จะลงตีพิมพ์บทความกับวารสาร ตั้งแต่เดือนมกราคม 2563 เป็นต้นไป ให้ใช้รูปแบบใหม่ (Template 2563) โดยสามารถดูตัวอย่างได้ที่เมนู GUIDELINES
2. จะตีพิมพ์และเผยแพร่ได้ ต้องผ่านการประเมินจากผู้ทรงคุณวุฒิ (Peer Review)
3. การประเมินบทความโดยผู้ทรงคุณวุฒิ (Peer Review) เป็นแบบ Double Blind
4. การอ้างอิงบทความใช้หลักเกณฑ์ APA (American Psychological Association) คลิก
5. บทความถูกปฏิเสธการตีพิมพ์ ไม่ผ่านการประเมิน ผู้นิพนธ์ขอยกเลิกเองหรือชำระเงินก่อนได้รับการอนุมัติ ทางวารสารไม่มีนโยบายการคืนเงิน
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Capraro, M. M. and Joffrion H. (2006). Algebraic equations : can middle school students meaningfully translate from words to mathematical symbols ?. Psychology. Vol. 27, No. 2, p. 147-164.
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Cockburn, A. and Littler, G. H. (2010). The upper students conceptions and misconceptions about photosynthesis in Khon Kaen. Thailand SEAMEORECSAM. Penang Malaysia. 84 (4), February, p. 3-6.
Colgan, M. (1991). An analysis of problem solving errors made throughout a college level finite mathematics course. Doctoral Dissertation, Indiana University.
Ding, M. and Li, X. (2010). A comparative analysis of the distributive property in U.S. and Chinese elementary mathematics textbooks. Cognition and instruction, Vol. 28, No. 2, p. 146-180.
Drews, D., Dudgeon J., Hansen A., Lawton F. and Surtees L. (2005). Children’s errors in mathematics : understanding common misconception in primary schools. Learning Matters; 1 edition (November 13, 2009)
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Fisher, K. M. (1985). A misconception in biology : amino acid and translation. Journal of research in science teaching. 22(January), p. 65-74.
Gonzales, M. M., Ambrose R. and Martinez E. C. (2004). In the transition from arithmetic to algebra : misconceptions of the equal sign. Retrieved from http://www. Emis.de2proceedings/PME28/so110-MOLINA-Gonzale.pdf
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Healy, L. and Hoyles, C. (1999). Visual and symbolic reasoning in mathematics: making connections with computers ?. Journal Mathematical thinking and learning. Vol. 1, No. 1, p. 59-84.
Kamii, C. and Dominick, A. (1997). To teach or not to teach algorithms. The Journal of Mathematical Behavior, Vol. 16, No. 1, pp. 51-61.
Kerslake, D. (1986). Fractions: Children’s Strategies and Errors. A Report of the Strategies and Errors in Secondary Mathematics Project. Education Resources Information Center (ERIC), p. 139.
Kieran, C. (1992). The learning and teaching of school algebra. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics . Macmillan Publishing Co, Inc. pp. 390–419.
Koellner, K., Pittman M. and Frykholm J. (2008). Talking generally or generally talking in an algebra classroom. Mathematics teaching in the middle school, Education Resources Information Center (ERIC), Vol. 14, No. 5, pp. 304-310.
Linchevski, L. and Livneh D. (1999). Structure sense: the relationship between algebraic and numerical contexts. Educational studies in mathematics, springer, pp. 173-196.
Movshovitz-Hadar, N., Zaslavsky, O. and Inbar, S. (1987). Analyzing and modeling arithmetic. Journal for research in mathematic education. Vol. 18, No. 1, pp. 301-308.
Nathan, M. J. and Koedinger K. R. (2000). Teachers’ and researcher’s beliefs about the development of algebraic reasoning. Journal for research in mathematics education, Vol. 31, No. 2, pp. 168-190.
Ong, S. T. and Lim, S. K. (1987). Understanding and error in algebra. Processing of forth southeast asian conference on mathematical education. Singapore: Institute of education. pp. 300-308.
Pines, A. L. and West, L. H. T. (1983). A Framework for conceptual chang special reference to misconceptions. Proceeding of the international seminar misconceptions in science and mathematics. Ithaca, New York : Cornell University Press. pp. 311-319.
Radatz, H. (1979). Error analysis in mathematics education. Journal for Research in Mathematics Education.
Vol. 10, No. 3 (May, 1979), pp. 163-172.
Sallis, E. and Jones, G. (2002). Knowledge management in education: enhancing learning and education. London : Routledge; 1 edition (November 1, 2001)
Schwartzman, S. (1996). Some common algebraic misconceptions. Mathematics and computer education. Vol. 30, No. 2, pp. 33-39.
Shulman, L. S. (1986). Those who understand : knowledge growth in teaching. Educational researcher, Vol. 15, No. 2. (Feb., 1986). pp. 4-12.
Simson, W. W. and Marek, A. E. (1988). Understanding and misconception of biology concepts hold by students attending small high schools. Journal of research in science teaching. Vol. 25, No. 5, pp. 361-374.
Steinberg, R. M., Sleeman D. H. and Ktorza D. (1990). Algebra students’ knowledge of equivalence of fractions. Journalfor research in mathematics education, 22(2). Vol. 22, No. 2, pp. 112-121.
Stephens, A. C. (2005). Developing students’ understandings of variable. Mathematics teaching in the middle school, Education Resources Information Center (ERIC), Vol. 11, No. 2, pp. 96-100.
Suping, S. M. (2003). Conceptual change among students in science. Retrieved from http://www.ericdigests.org/2004-3/change.html
Suwimon, W. (1988). Diagnosis of the scientific literacy characteristics of primary students. Procedia - social and behavioral sciences. Volume 116, 21 February 2014, pp. 5091-5096.
Swan, M. (2000). Making sense of algebra. Mathematics teaching, Education Resources Information Center (ERIC), Vol. 171, pp. 16-19.
Vinner, S. Hershkowitz R. and Bruckheimer M. (1981). Some cognitive factors as causes of mistakes in addition of fractions. Journal for research in mathematics education, Vol. 12, No. 1 (Jan., 1981), pp. 70-76.
Vlassis, J. (2008). The role of mathematical symbols in the development of number conceptualization : the case of the minus sign. Journal for philosophical psychology, 21(4). Vol. 21, No. 4, pp. 555-570.
Wollman, W. (1983). Determining the sources of error in a translation from sentence to equation. Journal for Research in Mathematics Education, Vol. 14, No. 3 (May, 1983), pp. 169-181.
อัมพร ม้าคนอง. (2547). ความเข้าใจเชิงมโนทัศน์ : จุดเน้นของงานสอนคณิตคณิตศาสตร์. กรุงเทพฯ : บพิธการพิมพ์.
Ashlock, R. B. (2010). Error patterns in computation : using error patterns to improve instruction (9th ed.), Allyn & Bacon, Inc.; 20899th edition (January 30, 2010).
Barcellos, A. (2005). Mathematics misconceptions of college-age algebra students. University of California, Davis, ProQuest Dissertations Publishing.
Barker D. D. (2007). Teacher’s knowledge of algebraic reasoning : Its organization for instruction. Teaching and curriculum electronic theses and dissertations in University of Missouri, Columbia.
Barnard, J. J. (1989). Poor concept formation in mathematics : a diagnotic percpective. Education Resources Information Center (ERIC), No. ED 310926), p. 82.
Blando, J. A., Kelly, N. E., Schacider, B. R. and Sleeman, D. (1989). Analyzing and modeling arithmetic errors. journal for research in mathematics education. Vol. 20, No. 3 (May, 1989), pp. 301-308.
Borasi, R. (1985). Using errors as springboards for the learning of mathematics : an introduction. Education Resources Information Center (ERIC), Focus on learning problems in mathematics. Vol.7, No. 3-4, p. 1-14.
Booth, L. R. (1986). Difficulties in algebra. Australian mathematics teacher, 42(3). Australian Mathematics Teacher Vol. 42, No. 3, p. 2–4.
Capraro, M. M. and Joffrion H. (2006). Algebraic equations : can middle school students meaningfully translate from words to mathematical symbols ?. Psychology. Vol. 27, No. 2, p. 147-164.
Clement, J. (1982). Algebra word problem solutions: thought processes underlying a
common misconception. Journal for research in mathematics education. Vol. 13, No. 1, p. 16-30.
Cockburn, A. and Littler, G. H. (2010). The upper students conceptions and misconceptions about photosynthesis in Khon Kaen. Thailand SEAMEORECSAM. Penang Malaysia. 84 (4), February, p. 3-6.
Colgan, M. (1991). An analysis of problem solving errors made throughout a college level finite mathematics course. Doctoral Dissertation, Indiana University.
Ding, M. and Li, X. (2010). A comparative analysis of the distributive property in U.S. and Chinese elementary mathematics textbooks. Cognition and instruction, Vol. 28, No. 2, p. 146-180.
Drews, D., Dudgeon J., Hansen A., Lawton F. and Surtees L. (2005). Children’s errors in mathematics : understanding common misconception in primary schools. Learning Matters; 1 edition (November 13, 2009)
Fennema, E. and Franke, M. (1992). Teachers’ knowledge and Its impact. In : D.A. Grouws (Ed) handbook of research on mathematics teaching and learning (New York: macmillan publishing), 1992. Journal of research in science teaching. 22(January).
Fisher, K. M. (1985). A misconception in biology : amino acid and translation. Journal of research in science teaching. 22(January), p. 65-74.
Gonzales, M. M., Ambrose R. and Martinez E. C. (2004). In the transition from arithmetic to algebra : misconceptions of the equal sign. Retrieved from http://www. Emis.de2proceedings/PME28/so110-MOLINA-Gonzale.pdf
Halloun, I. A. and Hestenes, D. (1985). Common sense concepts about motion. The american journal of physice, Vol. 53, No. 11, p. 1056-1063.
Healy, L. and Hoyles, C. (1999). Visual and symbolic reasoning in mathematics: making connections with computers ?. Journal Mathematical thinking and learning. Vol. 1, No. 1, p. 59-84.
Kamii, C. and Dominick, A. (1997). To teach or not to teach algorithms. The Journal of Mathematical Behavior, Vol. 16, No. 1, pp. 51-61.
Kerslake, D. (1986). Fractions: Children’s Strategies and Errors. A Report of the Strategies and Errors in Secondary Mathematics Project. Education Resources Information Center (ERIC), p. 139.
Kieran, C. (1992). The learning and teaching of school algebra. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics . Macmillan Publishing Co, Inc. pp. 390–419.
Koellner, K., Pittman M. and Frykholm J. (2008). Talking generally or generally talking in an algebra classroom. Mathematics teaching in the middle school, Education Resources Information Center (ERIC), Vol. 14, No. 5, pp. 304-310.
Linchevski, L. and Livneh D. (1999). Structure sense: the relationship between algebraic and numerical contexts. Educational studies in mathematics, springer, pp. 173-196.
Movshovitz-Hadar, N., Zaslavsky, O. and Inbar, S. (1987). Analyzing and modeling arithmetic. Journal for research in mathematic education. Vol. 18, No. 1, pp. 301-308.
Nathan, M. J. and Koedinger K. R. (2000). Teachers’ and researcher’s beliefs about the development of algebraic reasoning. Journal for research in mathematics education, Vol. 31, No. 2, pp. 168-190.
Ong, S. T. and Lim, S. K. (1987). Understanding and error in algebra. Processing of forth southeast asian conference on mathematical education. Singapore: Institute of education. pp. 300-308.
Pines, A. L. and West, L. H. T. (1983). A Framework for conceptual chang special reference to misconceptions. Proceeding of the international seminar misconceptions in science and mathematics. Ithaca, New York : Cornell University Press. pp. 311-319.
Radatz, H. (1979). Error analysis in mathematics education. Journal for Research in Mathematics Education.
Vol. 10, No. 3 (May, 1979), pp. 163-172.
Sallis, E. and Jones, G. (2002). Knowledge management in education: enhancing learning and education. London : Routledge; 1 edition (November 1, 2001)
Schwartzman, S. (1996). Some common algebraic misconceptions. Mathematics and computer education. Vol. 30, No. 2, pp. 33-39.
Shulman, L. S. (1986). Those who understand : knowledge growth in teaching. Educational researcher, Vol. 15, No. 2. (Feb., 1986). pp. 4-12.
Simson, W. W. and Marek, A. E. (1988). Understanding and misconception of biology concepts hold by students attending small high schools. Journal of research in science teaching. Vol. 25, No. 5, pp. 361-374.
Steinberg, R. M., Sleeman D. H. and Ktorza D. (1990). Algebra students’ knowledge of equivalence of fractions. Journalfor research in mathematics education, 22(2). Vol. 22, No. 2, pp. 112-121.
Stephens, A. C. (2005). Developing students’ understandings of variable. Mathematics teaching in the middle school, Education Resources Information Center (ERIC), Vol. 11, No. 2, pp. 96-100.
Suping, S. M. (2003). Conceptual change among students in science. Retrieved from http://www.ericdigests.org/2004-3/change.html
Suwimon, W. (1988). Diagnosis of the scientific literacy characteristics of primary students. Procedia - social and behavioral sciences. Volume 116, 21 February 2014, pp. 5091-5096.
Swan, M. (2000). Making sense of algebra. Mathematics teaching, Education Resources Information Center (ERIC), Vol. 171, pp. 16-19.
Vinner, S. Hershkowitz R. and Bruckheimer M. (1981). Some cognitive factors as causes of mistakes in addition of fractions. Journal for research in mathematics education, Vol. 12, No. 1 (Jan., 1981), pp. 70-76.
Vlassis, J. (2008). The role of mathematical symbols in the development of number conceptualization : the case of the minus sign. Journal for philosophical psychology, 21(4). Vol. 21, No. 4, pp. 555-570.
Wollman, W. (1983). Determining the sources of error in a translation from sentence to equation. Journal for Research in Mathematics Education, Vol. 14, No. 3 (May, 1983), pp. 169-181.